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dc.contributor.authorHaycock, Linda
dc.date.accessioned2019-09-09T23:01:04Z
dc.date.available2019-09-09T23:01:04Z
dc.date.issued2017
dc.identifier.urihttps://hdl.handle.net/10652/4688
dc.description.abstractRESEARCH QUESTIONS: • What are teachers’ perceptions of how they are supported to implement pedagogies for integrating digital technology? • What are the challenges faced by teachers with the introduction of digital technology to the classroom? • What are the challenges faced by middle leaders in managing the changes in pedagogy required by the introduction of digital technology to the classroom? • What strategies are middle leaders using to lead this change? ABSTRACT: The focus of this qualitative study was to investigate strategies middle leaders have used to successfully guide their colleagues in the integration of digital technology into their classrooms to further their pedagogical development towards 21st-century learning. The perceptions of both middle leaders and teachers regarding the support they have received and the challenges they have faced, in implementing the use of digital technologies into their teaching pedagogy were examined. Their perceptions of the resulting challenges in supporting the teachers through these changes, and the successful strategies that have been used to drive change were also sought. Semi-structured interviews with middle leaders and teachers highlighted a number of challenges they have faced; however, these also elicited a few successful strategies. The findings that have emerged from this study include the issues of access to digital technology encompassing problems with students not bringing devices, and infrastructure and equity for both students of low socioeconomic families and low decile schools. Ideas around a lack of teacher understanding of 21st-century learning and their consequent resistance to change were expressed, and finally, the need for senior and middle leadership that provides a clear vision which is inclusive and collaborative.en_NZ
dc.language.isoenen_NZ
dc.subjectAuckland, New Zealanden_NZ
dc.subjectsecondary teachersen_NZ
dc.subjectdigital literacyen_NZ
dc.subjectteacher developmenten_NZ
dc.subjectmiddle level leadersen_NZ
dc.subjectperceptionsen_NZ
dc.subjectdigital curriculumen_NZ
dc.titleWays in which middle leaders support teachers in integrating digital technologyen_NZ
dc.typeMasters Thesisen_NZ
thesis.degree.nameMaster of Educational Leadership and Managementen_NZ
thesis.degree.levelMastersen_NZ
thesis.degree.grantorUnitec Institute of Technologyen_NZ
dc.subject.marsden130313 Teacher Education and Professional Development of Educatorsen_NZ
dc.subject.marsden130306 Educational Technology and Computingen_NZ
dc.identifier.bibliographicCitationHaycock, L. (2017). Ways in which middle leaders support teachers in integrating digital technology (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Educational Leadership and Management). Unitec Institute of Technology, Auckland, New Zealand. Retrieved from https://hdl.handle.net/10652/4688en_NZ
unitec.pages111en_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.advisor.principalBassett, Martin
unitec.advisor.associatedCardno, Carol
unitec.institution.studyareaEducation


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